Education matters

Last evening saw the termly meeting of the APPG (All Party Parliamentary Group) on the Teaching Profession at Westminster. Chris Waterman has continued to do sterling work with this Group that morphed out of a previous ad hoc gathering, primarily established to discuss issues surrounding the teacher labour market as the country moved from surplus to shortage. No doubt those that attended had to ensure they dodged the TV cameras as they made their way through Central Lobby to the committee room for the meeting.

As I had other duties in Oxford, I was unable to attend last evening’s meeting, but did provide Chris will some extracts from recent relevant posts on this blog to distribute to those that were able to attend.

For those with even longer memories that stretch back beyond the creation of SATTAG by Chris and myself, they will recall that this blog started soon after I stopped writing a weekly column for the then TES, now branded as tes. After more than a decade of writing for that paper, I was suffering withdrawal symptoms, and a blog seem a good way to relieve them in a manner that didn’t take up much time.

Of course, the big concern at this present time must be about where the candidates for leadership of the Conservative Party stand on Education? For selection at eleven; complete academisation; more pay for teachers; cash for Children’s Centres? We all have a list of what we would want to ask our next Prime Minister, but are only likely to be able to do so through the professional associations taking a lead and quizzing the eventual finalist on behalf of the profession.

From the candidates’ point of view, they might want to reflect that being too radical can affect what will happen in the real world. Make teaching look too unattractive, and the present teacher supply problem could become even worse, especially if the exodus from the profession were to accelerate. With insufficient numbers entering the profession, losing those already in service at an even greater rate than at present wouldn’t just be unfortunate, but could be disastrous for both our society and the future of the economy.

Teaching is now a global activity and teachers trained in England are able to secure posts in many other countries in the ever-growing private school market of ‘international’ schools, increasingly run by those with the bottom line in mind. With UK higher education an attractive draw for many overseas students and their parents, being taught by teachers that understand the system here can be a help when it is time to apply to university.

So, my key question for Tory Candidates’ is, what support will you provide for your Secretary of State for Education and what will be the key priorities you will ask that person to address? If they don’t mention all of Further Education; funding levels and staffing then education will clearly not be a significant priority for them in the word post October 31st.

 

Advertisements

Focus is now on September

When schools re-open tomorrow, they should know the extent of any challenges they face to ensure a fully staffed curriculum for this September, barring any last minute accidents. Although unusual in nature, the long lead time for resignations does allow for schools to have the best part of three months to fill any last minute vacancies. Compare this with say, the NHS, where officials told a meeting I was at last week of staff only required to provide a month’s notice, but recruitment taking as long as three month. Even for January vacancies, schools generally have two months to find a replacement.

By the end of May, TeachVac http://www.teachvac.co.uk had recorded an average of 7 advertisements per secondary school in England for main grade teachers. For schools in London, the average was even higher, at just over 9 advertisements per school. To balance this, in the North West, the average was a little under 4.5 advertisements per school.

Add in the primary sector and promoted posts and the overall total so far in 2019 for vacancies has already exceeded the 40,000 mark.

As already recorded on this blog, a number of subjects are classified by TeachVac as carrying a ‘Red’ warning. This means schools anywhere in England can expect increasing difficulties in recruiting a teachers for either September 2019 or January 2020.

Based upon the latest recruitment data from UCAS, for graduate teacher preparation courses starting in September 2019, and discussed in a previous post on this blog, it seems likely that the 2020 recruitment round in many subjects in the secondary school curriculum is not going to be any easier than the 2019 round, especially as pupil numbers will be higher than this year.

The labour market for primary classroom teachers looks to be more stable than for secondary classroom teachers, although there are still issues with particular posts in certain locations.

Even if the EU is no longer a source of teacher supply, and some other countries have stopped training far more teachers than they need, it seems likely that attracting teachers from overseas will be a key route to filling January vacancies. However, competition in what is now a global teaching market is much greater than in the past, so teaching will need to be a competitive career or risk not only recruitment issues but also problems with retention levels as well, especially for middle leadership posts in expensive areas of the country.

 

TeachVac has more jobs

I was interested to read in the DfE’s Recruitment Bulletin that ‘Teaching vacancies’, the official job listing service from DfE, now has over 45% of all schools in England signed up to advertise their vacant teaching posts. Of course, signed up schools isn’t the same as the share of advertised vacancies the site has achieved, still totaling at less than half of the level of TeachVac’s vacancy totals.

Compared to TeachVac www.teachvac.co.uk , the original free listing service for teaching vacancies, where I am Chair of the Board, the DfE site is still playing catch-up. For instance, the DfE has only now launched a new job alerts function, enabling job-seeking teachers to get up to date notifications of suitable posts in their chosen location. This was something build in to TeachVac from the start.

As the DfE points out, ’Teaching vacancies’ is an official government service and trusted source, so no personal data will be shared or sold on to third parties. The latter has always been true for TeachVac. We match teachers to jobs, but that’s all we do with the data. Indeed, TeachVac doesn’t hold any personal data on teachers except for a username and password.

The most important difference for schools between the two sites is that TeachVac doesn’t require schools to do anything for their vacancies to appear, whereas the DfE requires schools to input vacancies, taking time and effort to do so.

The other problem the DfE faces is building up users of the site. TeachVac has several years start on the DfE, and the paid for sites even longer. Maybe this is why the DfE’s latest ITT Recruitment Bulletin says, ‘Please help to promote the service to your newly qualified teachers’. The message is even blunter in another place ‘Please encourage your trainees to start using this service rather than paid-for alternatives’.

With less than two weeks to the end of the main recruitment round for September, this seems a bit late to be having to ask ITT providers to persuade trainees to use the DfE service. We know that many trainees and teachers already use TeachVac at no cost to the public purse, and they should have no reason to switch to the DfE site.

Earlier in the recruitment round TeachVac offered to supply the DfE with the vacancies they were missing, as TeachVac still has more than twice as many teaching posts added every day compared to the DfE’s site. Until the DfE reaches similar numbers of vacancies to TeachVac, teachers looking for a teaching post will always see a larger range of vacancies on TeachVac than on the DfE’s site.

The recruitment market for teachers is changing and it is interesting to see the DfE trying to nationalise the free recruitment of teaching vacancies using taxpayer’s cash to do so. But, we live in odd political times where former norms don’t always make sense these days

 

Non to EBacc recruitment?

Schools don’t want EBacc teachers. Apart from mathematics, where recruitment into training was poor for last September (as has already been noted), schools seeking to fill vacancies in the other main Ebacc subjects aren’t having the same issues as they are with recruitment in some non-Ebacc subjects.

Computer Science will be the next Ebacc subject to see a Red Warning posted on TeachVac, www.teachvac.co.uk but it will be a close run thing with Religious Education as to which subject reaches the level of a red warning first.

The Ebacc subjects of history, geography and modern languages are still a long way away from seeing any posting of a red warning, and even English and the Sciences overall still have a distance to go before we reach that level of concern. However, schools looking for specific curriculum experience will always find the pool smaller than the overall total.

As ever, in determining the outcome of this recruitment round, much depends upon the numbers seeking to return to teaching after a career break and the rate of departure from the profession.

The DfE could do far more with ‘Keep in Touch‘ schemes for those leaving and the STRB might want to look at reversing the rule that a salary on departure for a career break isn’t protected. Schools can look at offering other less demanding roles for those on a career break to earn some money once maternity leave has finished, such as invigilating, lesson planning or even help with marking. Some of these tasks can be undertaken at home and can provide extra cash, as might helping with one to one tuition. Helping teachers keep in touch and stay up to date is a certain way of ensuring a greater rate of return to the profession probably earlier than in some other circumstances.

The balance between small sixth form numbers and growing KS3 numbers is also causing headaches for some schools, and no doubt adding to the financial problems some schools are facing. In a more cooperative age, schools might pool timetables in minority subjects. This is another area where competition and devolved budgets make sensible arrangements more of a challenge to organise than when there was a great willingness to make the best use of limited resources. Now the demand is for more resources as the only way forward.

How are schemes to recruit and retain teachers from the EU faring? It might be worth a PQ or two from some MP to ascertain what the DfE think is happening compared with recent recruitment rounds? And how are overseas teachers from what one might call the Gove countries reacting to the need for teachers in England? Are we seeing more Australian, New Zealand, Canadian and US teachers than in recent years flooding to our shores?

This week looks set to be the peak of the 2109 recruitment round with probably 6-7,000 new vacancies posted by schools during the course of the week.

 

 

Shortage of Mathematics teachers

Normally, information about TeachVac http://www.teachvac.co.uk now appears on the TeachVac blog rather than on this blog. However, some information is worth a wider audience that this blog reaches. The news about mathematics and challenges schools will face with recruitment teachers is one such piece of information.

At the end of last week mathematics triggered a move from an Amber warning to a Red Warning. In TeachVac http://www.teachvac.co.uk terms that means schools anywhere in England could now face increasing issues with recruitment when seeking a teacher of mathematics. The warning will remain in place for the rest of 2019 and covers vacancies for September and January 2020.

The waning is triggered when our analysis of vacancies advertised by maintain and independent secondary schools across England more than exceeds the number of trainees identified by the government and the DfE’s assessment of the rate that trainees have entered the profession in the past few years.

With the secondary school population on the increase and a poor year for recruitment in 2017/18 for teacher preparation courses that started in September 2018, this Red Warning doesn’t come as a surprise: what is surprising is hoe early in the year it has had to be issued.

Without a systematic series of exit interviews, it isn’t easy to know whether more teachers are leaving the profession than in recent years, and if so, why they are doing so? Could the departure be temporary, for family reasons and to what extent is it balanced by more teachers working either to later in their 50s or even beyond the age of 60?

What is clear, is that without sufficient teachers to balance those leaving schools will have hard choices to make about how they deliver the curriculum.

TeachVac http://www.teachvac.co.uk remain the largest free site for teacher vacancies in England and is now expanding across the globe offering international schools the opportunity to recruit for its growing pool of teacher talent.

Business Studies teachers wanted

Schools located in all but four of the London boroughs have advertised for a teacher or business or business studies during the first four months of 2019. If promoted posts are included, the number of boroughs where no advertisement for teachers in these subjects has been recorded falls to just three; all in South London.

London schools account for more than a quarter of the total adverts for teachers in these two subjects so far recorded in 2019. So far, more than 80 schools in the capital’s boroughs have advertised a vacancy for a teacher of business or business studies. Even with more than 70% of the ITT places for courses that started in 2018 being filled, schools may now struggle to attract teachers to fill their vacancies advertised during the rest of 2019, especially where they are not able to offer the Inner London rate of pay. For those seeking a job, negotiations over starting pay may well be in the teacher’s favour.

The number of vacancies in London, where salaries are higher but property not always more expensive than some other parts of the South East, must be a concern for schools only able to pay the national pay scale and funded at that level.

TeachVac www.teachvac.co.uk has a wealth of data that is far more comprehensive that the DfE’s vacancy web site and includes analysis of whether a job is likely to have been re-advertised.

Over the coming days, data about vacancies in other subjects will be processed to allow more comments about the current state of the teacher labour market.

Chickens coming home to roost

Actually, the fact that there aren’t the chickens to come home to roost is the real story. Looking back at the numbers of those registered on the DfE’s ITT Census of graduate training courses to become teachers collected last autumn goes a long way to explain the present challenges in the recruitment market for September 2020 currently faced by schools. The annual recruitment season reaches its peak over the next few weeks.

Schools can recruit classroom teachers from one of four sources; newly minted teachers from one of several routes; teachers switching posts; returners from outside the school sector or returning to employment and in extremis, unqualified staff that can be trained on the job. Some routes, such as Teach First and the School Direct Salaried route put teachers in the classroom and probably don’t provide candidates to help fill advertised vacancies to the same degree as higher education and SCITT courses. Nevertheless, the numbers on these courses were included in the ITT Census. However TeachVac excludes those not likely to be seeking a post in the recruitment market when calculating the size of the likely remaining pool of trainees.

There are also regional differences, but trying to add those in makes the picture even more complicated.

As the table below complied by TeachVac www.teachvac.co.uk reveals, at the end of April 2019, subjects that failed to recruit sufficient trainees to meet the DfE’s suggested number needed that was derived from the Teacher Supply Model are facing recruitment challenges.

2018/19
Percentage of Target at census date % left end April
Business Studies 75 -134
Design & Technology 25 -89
Music 72 20
Mathematics 71 30
Computing 73 34
Religious Education 58 41
Science 93 45
English 110 48
Art & Design 73 48
Modern Languages 88 59
Geography 85 69
History 101 70
Physical Education 116 74

Business Studies only had 25% empty places, but demand has far exceeded the supply and the shortfall must come from the routes other than new entrants. So great has been the demand in both business studies and design and technology that TeachVac has logged more vacancies than trainees. Design and technology hasn’t been helped by the fact that only 25% of training places were filled last September. Within the subject it may be that schools seeking food technology teachers are  experiencing even greater problems with recruitment than the subject as a whole. Mathematics an English have been affected by the growth in the growth in the secondary school population that has pushed up demand for teachers in these subjects.

Demand in some of the government’s favoured Ebacc subjects such as languages, history and geography has been weaker than in some other subjects and, like PE, these are subjects where all training places were filled.

Finally, the situation I the sciences is complicated. There is a shortage of teachers of physics, but more biologists in training than the government thinks were needed. As a result, schools may find a teacher of science, but not with an idea set of qualifications.